Key Stage 2 Year 6 Lesson Number: 2 Date

Lesson plan

Key Stage 2 Year 6 Lesson number: 2 Date:

Time: 1 hour

Lesson title: Grab and go – making spring rolls

Learning

Learning objective
To be able to: / Learning outcomes (what we are looking for)
demonstrate that they know the getting ready to cook steps. / All pupils will … / with support, demonstrate that they know the getting ready to cook steps.
Most pupils should … / demonstrate that they know the getting ready to cook steps.
Some pupils could … / demonstrate that they know the getting ready to cook steps and can carry them all out correctly.
explain the role of the getting ready to cook steps in ensuring food is hygienically prepared and safe to eat. / All pupils will … / with support, explain the role of some of the getting ready to cook steps in ensuring food is hygienically prepared and safe to eat.
Most pupils should … / explain the role of the getting ready to cook steps in ensuring food is hygienically prepared and safe to eat.
Some pupils could … / explain and discuss the role of the getting ready to cook steps in ensuring food is hygienically prepared and safe to eat.
perform food skills safely and as instructed (e.g. peel, grate, cut using the bridge hold and fork secure/claw grip). / All pupils will … / with assistance, perform food skills safely and as instructed.
Most pupils should … / with some assistance, perform food skills safely and as instructed.
Some pupils could … / Independently, perform food skills safely and as instructed.

Teaching and learning activities

Activity / Resources and equipment
Note: Before the lesson, read the Skills Guide and watch the Videos: Peel, chop and grate to ensure you are confident about demonstrating key food skills safely.
You will need the packaging from the products the children tried in lesson 1. Photocopy these so you can provide the children with copies. (If these are not available, you could look online at supermarket products where the nutrition information is provided.)
Starter
Provide the children with copies of the packaging from the products tasted lasted lesson. Explain that nutrition labels can help us choose products and keep a check on the amount of fat, salt and sugar we are eating. Ask the children to identify where the nutrient labels can be found on the packaging. Explain to the children that most pre-packed foods have a nutrition label on the back or side. Quite often supermarkets and manufacturers also put a front of pack label on foods as a quick guide. Front of pack labels usually use traffic light colours to show if the product is high (red), medium (amber) or low (green) in a nutrient.
Give children a copy of the Nutrition label sheet (or display this on an interactive whiteboard). Look at the sheet with the children. Test their understanding by giving a nutrient and an amount and asking them to tell you if this would be high or low, or medium (between high and low). For example:
· If my product contained 20g of fat per 100g, would it be high, medium or low in fat?
· If my product contained 2g of sugars per 100g, would it be high, medium or low in sugar?
· If my product contained 2g of salt per 100g, would it be high, medium or low in salt?
Look back at the on the go product packaging. Ask the children to identify if the products are high, medium or low in:
· total fat;
· saturated fat;
· sugars;
· salt.
If the product is high in any of the nutrients, can they suggest why this might be? The ingredients for the casing or the filling might be high in fat (butter in the pastry, cheese in the filling), the product could have been deep fried or glazed with butter or oil before baking, and the filling could have ham, cheese or sausages which are often high in salt.
Ask the children to explain what this tells them about how often these sorts of products should be eaten.
Challenge the children to recall the suggestions from last lesson of ways to make the products healthier. / Skills Guide
Videos: Peel, chop and grate
Photocopies of product packaging (from products tasted in the previous lesson).
Nutrition label sheet
Main
Explain that they will be making an example of a baked on the go product in groups. They will be making spring rolls and practicing peeling, grating, snipping and assembling. Show the children the Simple spring roll PowerPoint.
Question the children to check what they remember about getting ready to cook. Recap that they need to:
· tie back long hair;
· roll up long sleeves;
· remove any jewellery, including watches;
· put on apron;
· wash and dry hands thoroughly using anti-bacterial soap/handwash.
Ask the children to explain why these steps are needed.
Discuss the ingredients that will be used for the filling and ask the children if they can suggest any alternatives that they could use in the future. Talk about additional flavourings and spices.
Demonstrate how to make a spring roll following the Simple spring roll recipe. Take care to demonstrate how to peel and grate the carrot safely. You could also show the children how to top and tail the carrot or you may wish to do this for them.
In groups of four, instruct the children to work together to make the spring roll filling and then assemble two spring rolls each. Remind the children to keep their workspace tidy, avoid touching their face and hair and also avoid eating whilst preparing/cooking.
When the spring rolls have been made, they can be baked.
Whilst the spring rolls are baking, the children should clean the surfaces and wash up the equipment. If washing up is not possible, equipment should be stacked in containers to be washed later. / Simple spring rolls PowerPoint
Simple spring rolls recipe
Ingredients as stated on the recipe
Equipment as stated on the recipe and:
- Tablecloths
- Aprons
- Access to an oven
Plenary
When the spring rolls are cooked and slightly cooled, allow the children to taste them.
Question the children.
· What did you like about the spring roll you made today? (They should be specific and talk about taste, texture, smell and appearance.)
· What did you dislike about the spring roll? (Again, they should be specific.)
· If you made a spring roll again, what would you change in the recipe?
Related activity ideas
Homework: Task the children to choose two of the ingredients used in the spring roll filling and research the origins of these, how and when (season) they are grown/produced and anything else interesting. Tell the children that they need to be prepared to talk about what they have found out next lesson.